Availability of learning resources for enrichment learning at senior high school in West Sumatra

The ongoing learning process consists of planning, implementation, assessment and evaluation, reflection, feedback, and further revision or new planning. The results of the evaluation of competency achievement by students determine the feedback action and the next plan that will be carried out by the teacher. Based on the results of the evaluation, students are divided into two groups, namely groups that have achieved competence and groups that have not yet achieved it. The first group needs enrichment learning while the second group needs a remedial program. A survey of 24 Senior High Schools in West Sumatera was conducted to obtain information about the implementation of enrichment learning. The data collection instrument used is questionnaire and observation sheet. Information is obtained that teachers rarely carry out enrichment learning, because when children are in school it is fully filled with regular learning activities and teaching materials used by teachers only textbooks, which are only used up for regular learning activities. Referring to the information obtained, it can be said that Senior High School physics learning requires teaching materials that facilitate students learning outside the classroom. These teaching materials should facilitate students to learn without a teacher. So that teaching materials attract students’ interest must be packaged in such a way, for example ICT-based. One learning resource that meets these needs is a contextual-based physics module. To be practical and make it easier for students to adjust the place and time of each, then the most appropriate is the e-module physics. Based on observations made, there are no physical e-modules in the school observed. Referring to the problems that have been obtained, it can be concluded that to help teachers solve problems, contextual physics based e-modules need to be developed.